Chọn một từ/cụm từ thích hợp nhất để hoàn chỉnh các câu sau. Đánh dấu (√) cạnh A, B, C hoặc D ứng với từ/cụm từ chọn như ví dụ (câu 0) đã làm. (1.0p)
 
0.It’s raining, ______ I can’t go to the beach.
A. and                          B. however                   √ C. so  
______ January 17th, people inMexico bring their animals to church.
A.On                            
B.In                             
C.Of                            
D.At

Chọn một từ/cụm từ thích hợp nhất để hoàn chỉnh các câu sau. Đánh dấu (√) cạnh A, B, C hoặc D ứng với từ/cụm từ chọn như ví dụ (câu 0) đã làm. (1.0p)
 
0.It’s raining, ______ I can’t go to the beach.
A. and                          B. however                   √ C. so  
Mary comes to class late, ______?
A.does she                    
B.doesn’t she            
C. does Mary        
D.doesn’t Mary

Chọn một từ có trọng âm chính rơi vào vị trí âm tiết khác các từ còn lại. Đánh dấu (√) cạnh A, B, C hoặc D ứng với từ chọn như ví dụ (câu 0) đã làm.
 0.A. father                       B. happy                     √ C. depend                    D. city

A.wonderful                     
B.polluted
C.generous
D.decorate

Chọn một từ có trọng âm chính rơi vào vị trí âm tiết khác các từ còn lại. Đánh dấu (√) cạnh A, B, C hoặc D ứng với từ chọn như ví dụ (câu 0) đã làm.
 0.A. father                       B. happy                     √ C. depend                    D. city

A.national              
B. opinion    
C.collection                  
D.musician

Chọn một từ có trọng âm chính rơi vào vị trí âm tiết khác các từ còn lại. Đánh dấu (√) cạnh A, B, C hoặc D ứng với từ chọn như ví dụ (câu 0) đã làm.
 0.A. father                       B. happy                     √ C. depend                    D. city

A.prevent              
B.pollute                      
C.destroy                     
D.gather

Chọn một từ có trọng âm chính rơi vào vị trí âm tiết khác các từ còn lại. Đánh dấu (√) cạnh A, B, C hoặc D ứng với từ chọn như ví dụ (câu 0) đã làm.
 0.A. father                       B. happy                     √ C. depend                    D. city

A. village              
B.relax                         
C.table                         
D.website

Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction in each of the following questions.
Developed (A) in the early 1900s in Canada, synchronized swimming is a sport is performed (B) almost exclusively by women  although (C) there is (D) some participation by men.
A.Developed
B.is performed
C.although
D.is

Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction in each of the following questions.
The historic (A) Civil Rights Act of 1964 prohibited discrimination against(B) minorities in voting, education, employ (C), and public facilities like buses (D) and theaters.
A.historic
B.against
C.employ
D.buses

Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction in each of the following questions.
Because of (A) big profits, poachers (B) never want to stop shooting rhinos, and selling (C) their parts and associate products (D).
A.Because of
B.poachers
C.selling
D.associate products

Read the following passage, and mark the letter (A, B, C or D) on your answer sheet to indicate the correct answer to each question.
The history of clinical nutrition, or the study of the relationship between health and how  the body takes in and utilizes food substances, can be divided into four distinct eras & the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period." Vitamins came to be recognized in foods, and deficiency syndromes  were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety  of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.
The paragraph following the passage most probably discusses……………….
A.the fourth era of nutrition history
B.problems associated with under nutrition
C.how drug companies became successful
D.why nutrition education lost its appeal